概念化和发展二次过渡保真度评估，以支持过渡规划和实践

IF 1.6 3区教育学 Q2 EDUCATION, SPECIAL

Career Development and Transition for Exceptional Individuals Pub Date : 2023-04-18 DOI:10.1177/21651434231163498

Valerie L. Mazzotti, Mary E. Morningstar, Allison R. Lombardi, Sheida K. Raley, D. Rowe, Marcus I. Poppen, Kyle Reardon, Sarah R. Carlson, Deanne Unruh, Jessica L. Monahan, Jessica G. Rousey, Janie N. Vicchio, D. Test

{"title":"概念化和发展二次过渡保真度评估，以支持过渡规划和实践","authors":"Valerie L. Mazzotti, Mary E. Morningstar, Allison R. Lombardi, Sheida K. Raley, D. Rowe, Marcus I. Poppen, Kyle Reardon, Sarah R. Carlson, Deanne Unruh, Jessica L. Monahan, Jessica G. Rousey, Janie N. Vicchio, D. Test","doi":"10.1177/21651434231163498","DOIUrl":null,"url":null,"abstract":"In this paper, we describe the conceptualization and development of the Secondary Transition Fidelity Assessment (STFA), a measure intended for use by high school leadership teams to examine secondary programs and practices demonstrated by research to lead to meaningful outcomes for secondary students with and without disabilities. We describe our conceptualization and development efforts, which resulted in a measure with six critical features: adolescent engagement, district-level capacity, school-level capacity, community engagement, family engagement, and professional capacity. Based on stakeholder feedback, we revised the STFA and developed an instruction manual and action planning guide to support the self-evaluation of secondary programs and practices using data from the STFA. Recommendations for the field related to research, policy, and practice are provided.","PeriodicalId":47075,"journal":{"name":"Career Development and Transition for Exceptional Individuals","volume":" ","pages":""},"PeriodicalIF":1.6000,"publicationDate":"2023-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Conceptualizing and Developing the Secondary Transition Fidelity Assessment to Support Transition Programming and Practice\",\"authors\":\"Valerie L. Mazzotti, Mary E. Morningstar, Allison R. Lombardi, Sheida K. Raley, D. Rowe, Marcus I. Poppen, Kyle Reardon, Sarah R. Carlson, Deanne Unruh, Jessica L. Monahan, Jessica G. Rousey, Janie N. Vicchio, D. Test\",\"doi\":\"10.1177/21651434231163498\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"In this paper, we describe the conceptualization and development of the Secondary Transition Fidelity Assessment (STFA), a measure intended for use by high school leadership teams to examine secondary programs and practices demonstrated by research to lead to meaningful outcomes for secondary students with and without disabilities. We describe our conceptualization and development efforts, which resulted in a measure with six critical features: adolescent engagement, district-level capacity, school-level capacity, community engagement, family engagement, and professional capacity. Based on stakeholder feedback, we revised the STFA and developed an instruction manual and action planning guide to support the self-evaluation of secondary programs and practices using data from the STFA. Recommendations for the field related to research, policy, and practice are provided.\",\"PeriodicalId\":47075,\"journal\":{\"name\":\"Career Development and Transition for Exceptional Individuals\",\"volume\":\" \",\"pages\":\"\"},\"PeriodicalIF\":1.6000,\"publicationDate\":\"2023-04-18\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Career Development and Transition for Exceptional Individuals\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1177/21651434231163498\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION, SPECIAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Career Development and Transition for Exceptional Individuals","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/21651434231163498","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}

引用次数: 0

摘要

在本文中，我们描述了二级过渡保真度评估(STFA)的概念和发展，这是一种旨在由高中领导团队使用的措施，用于检查研究证明的二级计划和实践，从而为有残疾和无残疾的中学生带来有意义的结果。我们描述了我们的概念化和发展努力，从而产生了一个具有六个关键特征的衡量标准:青少年参与、地区一级能力、学校一级能力、社区参与、家庭参与和专业能力。根据利益相关者的反馈意见，我们修订了《国家战略指导意见》，并制定了指导手册和行动计划指南，以支持使用《国家战略指导意见》中的数据对二级项目和实践进行自我评估。并就该领域的研究、政策和实践提出建议。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Conceptualizing and Developing the Secondary Transition Fidelity Assessment to Support Transition Programming and Practice

In this paper, we describe the conceptualization and development of the Secondary Transition Fidelity Assessment (STFA), a measure intended for use by high school leadership teams to examine secondary programs and practices demonstrated by research to lead to meaningful outcomes for secondary students with and without disabilities. We describe our conceptualization and development efforts, which resulted in a measure with six critical features: adolescent engagement, district-level capacity, school-level capacity, community engagement, family engagement, and professional capacity. Based on stakeholder feedback, we revised the STFA and developed an instruction manual and action planning guide to support the self-evaluation of secondary programs and practices using data from the STFA. Recommendations for the field related to research, policy, and practice are provided.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Career Development and Transition for Exceptional Individuals Multiple-

CiteScore

5.40

自引率

15.20%

发文量

期刊介绍： Career Development and Transition for Exceptional Individuals specializes in the fields of secondary education, transition, and career development for persons with documented disabilities and special needs. CDTEI focuses on the life roles of individuals as students, workers, consumers, family members, and citizens. Articles cover qualitative and quantitative research, scholarly reviews, and program descriptions and evaluations. Published by the Hammill Institute on Disabilities and SAGE in association with the Division on Career Development and Transition of The Council for Exceptional Children.